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This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay 'on top of things' as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topicMobile devices accompany their owners across settings that were previously considered separate, such as work, college and households.This has the potential to impact work/home and other boundaries.From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding.What this paper addsIt introduces the concept of the institution to conceptions of seamless learning.It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn.It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres.Implications for practice and/or policyThere may be value in institutions and designers supporting people who want to engage in seamless mobile learning.However, it is important to be aware that not everyone wants to engage in seamless learning.Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it. [ABSTRACT FROM AUTHOR]

The article reflects on the status of the "British Journal of Educational Technology (BJET)" amid the continued global disruption due to the Covid-19 pandemic. Topics include the difficulty in securing reviewers faced by the journal during the pandemic, a significant increase in its impact factor in the new year 2022, and information on its one-year BJET Early Career International Fellowship.

This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpretation of their game performance and prompted children to try again. In contrast, though the elaborative feedback attracted similar levels of attention, children struggled to understand the content, resulting in a reliance on implicit knowledge to correct their next response. Alongside identifying a set of new questions for future research, the study contributes a number of intrinsic and extrinsic recommendations for ensuring children with reading difficulties attend to and comprehend games‐based feedback. Practitioner notesWhat is already known about this topic? Outcome and elaborative feedback provided in games can scaffold the learner to recognise errors and apply corrective strategies.Elaborative feedback, in particular, has been evidenced to support the learner's understanding and lead to learning gains, albeit with older populations.What this paper adds? An empirical evaluation of how young children who struggle with reading attend to, understand, and respond to feedback in a digital literacy game.Demonstrates that children attend to the outcome and elaborative feedback to equal degrees, but struggle to understand and apply elaborative feedback due to its metalinguistic complexity.Implications for practice and/or policy? Games that embed outcome feedback visually in the target response can enhance the child's attention to, and understanding of, their performance.Games that offer verbal elaborative feedback require additional instruction to maintain children's focus on the feedback and to support content understanding. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of transactional distance to understand factors influencing student study skills engagement and participation in online learning during this period. We surveyed students (n = 178) in a computing school at a UK university. A partial least squares (PLS) analysis was used to explore the influence of transactional distance (between students/teachers and between students/students), access to e‐learning capital, and perceived usefulness on two measures: study skills engagement and participation in online collaborative activity. Results show that transactional distance influences participation, and e‐learning capital influences study skills engagement. Our findings suggest that if universities continue with aspects of online learning for previously on‐campus students they should provide access to infrastructure and training on utilising the online ecosystem to avoid disadvantaging students. Further investment in students' e‐learning capital, such as signposting and adapting existing resources, is also necessary to support this key influence in study skills engagement. Practitioner notesWhat is already known about this topicMoore's transactional distance theory recognises that the significant distance of distance learning is not of time or place, but rather a communication and psychological distance between the learner and teacher that is affected by the structure of the course, the dialogue between the learner and teacher, and the autonomy of the learners. Transactional distance affects student engagement.Studies using Davis' technology acceptance model have found perceived usefulness of the virtual learning environment to be an important factor in student engagement with online learning.Computer self‐efficacy is a factor related to engagement with digital learning technologies.What this paper addsThis study identifies the relationship between factors of transactional distance (transactional distance between student and teacher TDST and transactional distance between students TDSS) with study skills engagement and participation, as mediated by perceived usefulness.We introduce the term e‐learning capital as a measure of self‐expressed ability (skills and resources) to utilise the online learning environment. This e‐learning capital influences students study skills engagement but not participation.Transactional distance between students and teacher did not directly affect study skills engagement or participation.Low student‐student transactional distance positively affects participation in online activities and this relationship is mediated by perceived usefulness of these activities.Implications for practice and/or policyUniversities should draw on this study's findings in order to focus on students' online study skills engagement and participation for any future online or hybrid online and face‐to‐face learning.Further investment in students' e‐learning capital is necessary as a key influence in study skills engagement and this should be reflected in university policies.Lecturers should direct efforts to signposting the value of participation and academic advisors should reframe practical advice relating to study skills for online learners.This cohort effect of student‐student transactions should be encouraged further in online learning activities, including facilitating sharing study approaches. [ABSTRACT FROM AUTHOR]